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Obedience, Sabotage, Authonomy : power games within the educational system

Obedience, Sabotage, Authonomy : power games within ...

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dc.contributor.author Mazurkiewicz, Grzegorz [SAP11017860] pl
dc.date.accessioned 2014-09-11T18:45:15Z
dc.date.available 2014-09-11T18:45:15Z
dc.date.created 2012 pl
dc.date.issued 2012 pl
dc.identifier.issn 1757-7438 pl
dc.identifier.uri http://ruj.uj.edu.pl/xmlui/handle/item/895
dc.language eng pl
dc.title Obedience, Sabotage, Authonomy : power games within the educational system pl
dc.type JournalArticle pl
dc.description.physical 73-82 pl
dc.identifier.weblink http://pae.sagepub.com/content/4/1/73.full.pdf+html pl
dc.abstract.en The authors’ aim in this article is to use a critical approach to analyse the modernisation process of the pedagogic supervision system in Poland, looking at change not as critics but (co)authors. Their aim is not to exploit the strengths of critical sociology when applied to the processes of innovation, but to use these strengths reflexively to arrive at a better understanding of change, and of the reactions and the behaviour of all the participants in the process, including their own role in the system and its possible dangers. The authors believe that for a sociologist involved in the change process, the reflexive approach is crucial so as to comply with ethical requirements, and that it enables an active, needs-oriented involvement when making decisions about introducing change. pl
dc.description.volume 4 pl
dc.description.number 1 pl
dc.identifier.doi 10.2304/power.2012.4.1.73 pl
dc.title.journal Power and Education pl
dc.language.container eng pl
dc.date.accession 2015-05-08 pl
dc.affiliation Wydział Zarządzania i Komunikacji Społecznej : Instytut Spraw Publicznych pl
dc.subtype Article pl
dc.rights.original OTHER; inne; ostateczna wersja wydawcy; po opublikowaniu; 12; pl

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